Put on your shoes let’s go outside hurry up hurry up hurry hurry up
Put on your pants, pants, pants
Put on your pants, pants, pants
Put on your pants let’s go outside hurry up hurry up hurry hurry up
Put on your Jacket, Jacket, Jacket
Put on your Jacket, Jacket, Jacket
Put on your jacket let’s go outside hurry up hurry up hurry hurry up
Put on your hat, hat, hat
Put on your hat, hat, hat
Put on your hat let’s go outside hurry up hurry up hurry hurry up
Put on your shoes, your pants, your jacket and your hat
Hurry up hurry hurry hurry up.
Good morning I’m Rebeca Muñoz Trapote from group nº7 and I’m going to share with you the most outstanding features that we’ve found applying the Interaction Discourse Analysis template. The text is a song associated to a common routine in Infant Education.
As every group, we have selected one song “put on your shoes”. Our song is about the routine so that the child learns to put on by himself. In the song the girls have to pay attention to child, who passes herself off as a teacher, and they repeat after her.
In the first move the child starts with an emblem/affect display/ illustrator/ cue/ to describe the movement, which will be associated to the speech act:”come on girls” produced with rising-falling intonation.
When the song stars the child says come on girls; the child with her hand shows the direction to make the children keep the attention of her.
The next part of the song is “Put on your shoes”, while the child points at the girls’ shoes; the girls put on them. All together repeat the song point to the shoes.
The child and the other girls sing at the same time.
Simultaneously the girls react accepting eye contact and using affect displayers to inform the child of their interest.
Then the child says “let’s go outside” and she does a movement to indicate after that they get dressed they go out. After she does a movement again to show they hurry up taking the bus and they go to school.
The girls hope to be delighted the next part of the song. They are nervous.
Then is “Put on your pants”, do it again.
The following part the song is “Put on your jacket”.
Finally “put on your hat”.
In the song the predominant strategies and intention is regulator function to regulate the behaviour of students.
In the part of the song “The school bus is coming” there is an informative function.
The child helps herself with paralanguage stressing the words “Come on”, “shoes”, “pants” and “jacket”, “hat”, “up”, ”school”, “coming”, “get ready” together with a rising intonation and the words “put on your”, “hurry”, “feet”, “girls”, “bus” together with a falling intonation.
As a final conclusion we consider that this interaction is basically a regulatory text full of instructions, under a game format, which will be easily accepted by children as it actually provides grounds for participation. The illustrators, cues, emblems are clear, and the repetition of the rhythmic pattern provides children the opportunity to remember
PUT ON YOUR SHOES
Come on girls the school bus is coming get ready
Put on your shoes, shoes, shoes
Put on your shoes, shoes, shoes
Put on your shoes let’s go outside hurry up hurry up hurry hurry up
Put on your pants, pants, pants
Put on your pants, pants, pants
Put on your pants let’s go outside hurry up hurry up hurry hurry up
Put on your Jacket, Jacket, Jacket
Put on your Jacket, Jacket, Jacket
Put on your jacket let’s go outside hurry up hurry up hurry hurry up
Put on your hat, hat, hat
Put on your hat, hat, hat
Put on your hat let’s go outside hurry up hurry up hurry hurry up
Put on your shoes, your pants, your jacket and your hat
Hurry up hurry hurry hurry up.
Good morning I’m Rebeca Muñoz Trapote from group nº7 and I’m going to share with you the most outstanding features that we’ve found applying the Interaction Discourse Analysis template. The text is a song associated to a common routine in Infant Education.
As every group, we have selected one song “put on your shoes”. Our song is about the routine so that the child learns to put on by himself. In the song the girls have to pay attention to child, who passes herself off as a teacher, and they repeat after her.
In the first move the child starts with an emblem/affect display/ illustrator/ cue/ to describe the movement, which will be associated to the speech act:”come on girls” produced with rising-falling intonation.
When the song stars the child says come on girls; the child with her hand shows the direction to make the children keep the attention of her.
The next part of the song is “Put on your shoes”, while the child points at the girls’ shoes; the girls put on them. All together repeat the song point to the shoes.
The child and the other girls sing at the same time.
Simultaneously the girls react accepting eye contact and using affect displayers to inform the child of their interest.
Then the child says “let’s go outside” and she does a movement to indicate after that they get dressed they go out. After she does a movement again to show they hurry up taking the bus and they go to school.
The girls hope to be delighted the next part of the song. They are nervous.
Then is “Put on your pants”, do it again.
The following part the song is “Put on your jacket”.
Finally “put on your hat”.
In the song the predominant strategies and intention is regulator function to regulate the behaviour of students.
In the part of the song “The school bus is coming” there is an informative function.
The child helps herself with paralanguage stressing the words “Come on”, “shoes”, “pants” and “jacket”, “hat”, “up”, ”school”, “coming”, “get ready” together with a rising intonation and the words “put on your”, “hurry”, “feet”, “girls”, “bus” together with a falling intonation.
As a final conclusion we consider that this interaction is basically a regulatory text full of instructions, under a game format, which will be easily accepted by children as it actually provides grounds for participation. The illustrators, cues, emblems are clear, and the repetition of the rhythmic pattern provides children the opportunity to remember
OTHER RUTINES:
Walking, walking!
Clean up!
Make a circle!
UH, UH